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Annual Report 2003 - 2004
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Annual Report 2003 - 2004
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Home > Contents > Chapter 5 - Outcome 3: Research, Science and International Education Chapter 5 - Outcome 3: Research, Science and International EducationAustralia has a strong science, research and innovation capacity and is engaged internationally on science, education and training to advance our social development and economic growth.
Planning and ResourcesTo provide a business planning framework and operational focus within the department to support the Australian Government’s long-term outcomes for research, science, innovation and international education and training, six strategic priorities, or medium-term outcomes, were identified for 2003–04 (see Figure 5.1). In 2003–04, total resources allocated for Outcome 3 were $644 million. The department administered $562 million (Administered Appropriations) on behalf of the Australian Government through three administered output groups:
A fourth Output Group was created under Outcome 3 during the Portfolio Additional Estimates process in 2003–04 to accommodate the transfer of Questacon to the department:
The department used Departmental Appropriations of $58 million and raised over $22 million in revenue to total over $80 million. Figure 5.1: Alignment of strategic priorities and administered output groups for Outcome 3
Table 5.1: Resources invested in Outcome 3 in 2003–04
AEs—Additional Estimates Notes: Departmental: The total price of outputs fell short by $1.7 million. Variance at the outcome and output group level reflect the process of attributing costs to outputs on an actual basis. Source: Department of Education, Science and Training. An introduction to the research, science and international education sectorsA strong national and internationally connected science, education, research and innovation capability is critical to Australia’s economic and social development. Investment is being focused on strengthening Australia’s ability to generate ideas and undertake research, to accelerate the commercialisation of ideas and to develop and retain the skills of those people involved in the science, research and innovation system. Australia produces only a small share of the world’s science, research and innovation intellectual products and therefore must cooperate and collaborate with other countries to maximise the impact of our domestic science, education and research base. International engagement is essential to effectively utilise knowledge and innovation produced in Australia and elsewhere. It promotes innovation, develops people-to-people links and underpins Australia’s competitiveness, trade, skilled migration, foreign relations and national security. There are also government-to-government activities, including memoranda of understanding, and engagement with multilateral forums, such as the Organization for Economic Co-operation and Development (OECD), the World Trade Organization, Asia–Pacific Economic Cooperation (APEC) and the United Nations Educational, Scientific and Cultural Organization (UNESCO). Australia’s science, research and innovation system is diverse, pluralistic and decentralised. It includes Australian Government departments, research agencies and organisations, universities, industry, private research organisations, health and medical research laboratories and organisations, industry research and development organisations and state research agencies. Australia’s international education activities are also diverse. International education activity contributed some $5.7 billion to the Australian economy in 2003. All sectors of the education system are involved, including both public and private providers: there are onshore and offshore activities involving international and domestic students, researchers and educational professionals. The Australian Government’s role in research, science and international educationThe Australian Government has four key roles in Australian research, science, innovation and international education. They are to:
On 6 May 2004, the Prime Minister announced Backing Australia’s Ability—Building Our Future through Science and Innovation. This $5.3 billion, seven-year strategy for research and innovation builds on the $3 billion committed in 2001 under Backing Australia’s Ability. The new package continues the policy themes of strengthening Australia’s ability to generate ideas and undertake research, accelerating the commercialisation of ideas, and developing and retaining skills. The Australian Government has established a number of whole of government or multi-portfolio decision-making and coordination mechanisms as its investment in the science, research and innovation system is spread across a number of portfolios. The department has the principal responsibility for supporting the activities of the Prime Minister’s Science, Engineering and Innovation Council and the Chief Scientist. Portfolio Ministers also contribute to the Sustainable Environment Committee of Cabinet, the Biotechnology Australia Ministerial Board, the National Oceans Ministerial Board and the National Food Industry Council. This helps ensure the expertise of portfolio science agencies is appropriately engaged to inform the development and implementation of major policies and programmes across the whole of government. A key role of the Australian Government is to facilitate a sustainable education and training export industry through collaboration with other government departments and agencies, industry providers and state and territory governments. Australian Education International (AEI) works through an extensive offshore network of departmental staff and locally engaged employees. The offshore network promotes and markets the quality and expertise of Australian education, science and training to other countries. The quality of the education and training industry is underpinned by the regulatory framework provided under the Education Services for Overseas Students (ESOS) Act 2000, the Commonwealth Register of Institutions and Courses for Overseas Students (CRICOS) and the National Code of Practice for Registration Authorities and Providers of Education and Training to Overseas Students. Similarly, the framework provided by the National Office of Overseas Skills Recognition assists skills and qualifications recognition in collaboration with professional associations and other industry partners. The Australian Government also establishes both bilateral and multi-lateral mutual recognition arrangements. The department helps the Australian Government achieve its strategy for research, science, innovation and international education by focusing on three interrelated areas:
The National Science and Technology Centre, Questacon, is a national leader in engaging people in science and technology. Questacon communicates the fun and relevance of science through interactive exhibits, travelling programmes and science performances at the Centre in Canberra. Questacon also has an extensive external programme covering metropolitan areas, rural, regional and remote locations and overseas. It supports science learning in schools through programmes and resources as well as providing a science communication perspective. Questacon is dealt with in detail in Chapter 6. Overall effectiveness of research, science and international educationSocial and economic progress depends on generating new ideas, researching solutions to environmental and social concerns and developing commercial applications for our ideas and knowledge. Taking advantage of new and emerging technology needs a substantial investment in infrastructure. Australia can only achieve this by building cooperative partnerships between governments, researchers and industry. As a small country, it is also crucial for Australia to have effective links with the international community. Australia makes a significant contribution to the advancement of knowledge relative to its size. In 2002, Australian researchers produced 2.9 per cent of the world’s output of research publications, from a base of 0.3 per cent of the world’s population and 1 per cent of the world’s GDP. The number of scientific and technical publications and the number of patents issued to Australian residents indicate the extent to which research is providing an effective base from which Australia gains economic growth and social development. Figures 5.2 and Figure 5.3 show a rise in both these areas. Figure 5.2: Effectiveness Indicator—Australian scientific and technical publications per million Australian population, 1999–2003
Source: Thomson ISI, National Science Indicators database 1981–2003. Figure 5.3: Effectiveness Indicator—Patents issued to Australian residents in Australia, 1999–2004
Source: IP Australia. Effectiveness is also demonstrated by the tangible benefits in export revenue and job creation that international engagement provides. Education exports are now Australia’s sixth largest export (counting both goods and services) across all industries. For 2003, the department has estimated that total national income from international education was $5.7 billion (see Figure 5.4), made up of:
The total value of education exports does not include other national income from Australian providers’ operations in foreign economies. Figure 5.4: Effectiveness Indicator—National income derived from international education and training, 2000–2003
Source: Department of Education, Science and Training. International education activity creates jobs in support of education exports, through student fees and living expenses, returns from offshore operations, income to teachers and consultants working overseas and business-to-business revenue. In 2003, around 46 000 jobs were created in this growing industry, a rise of 7.8 per cent from 2002 (see Figure 5.5). Figure 5.5: Effectiveness Indicator—Employment associated with education exports, 2000–2003
Source: Department of Education, Science and Training. Achievements against strategic priorities (10–15)The department’s medium-term strategic priorities reflect the Australian Government’s agenda for research, science, innovation and the internationalisation of education and training and direct effort towards achievement of the Outcome. Strategic priorities 1–4 are reported under Outcome 1; strategic priorities 5–9 are reported under Outcome 2. The key deliverables for each of these strategic priorities were outlined in the 2003–04 Portfolio Budget Statements along with performance measures and planned performance targets. Strategic priorities (10–15) for Outcome 3:10. Strengthen the ability of the higher education sector to generate and utilise new knowledge. 11. Enhance research and development in key national priority areas. 12. Enhance innovation performance through a strengthened science and technology base. 13. Strengthen and diversify national and international linkages and collaboration. 14. Safely manage Australia’s low and intermediate level radioactive waste. 15. Raise the quality of Australia’s international engagement in education, research and training. Questacon, the National Science and Technology Centre, joined the department on 1 July 2003. Questacon was not reflected in the department’s strategic priorities for 2003–04. However, the 2004–05 Portfolio Budget Statements identified Questacon’s strategic priority as: Encourage lifelong engagement with science and technology. Strategic Priority 10: Strengthen the ability of the higher education sector to generate and utilise new knowledgeThe department provides funding to support universities to conduct world leading research. It also encourages universities to be active partners with industry, other universities and research institutions to enhance Australia’s research base and increase the flow of knowledge, people and expertise, both locally and internationally. Research funding Universities’ ability to contribute to the broad stock of knowledge is measured by the number of research publications produced. Figure 5.6 illustrates a rise of 6.7 per cent between 2001 and 2002, reaching a total of 29 610 research publications. Figure 5.6: Effectiveness Indicator—Number of research publications in the higher education sector, 1998–2002
Source: Department of Education, Science and Training. During 2003–04 an evaluation was carried out of the reforms made following the release of the 1999 Knowledge and Innovation policy statement on higher education research and research training. The report of the External Reference Group, established to oversee the evaluation, was released in March 2004. While the Group concluded that the reforms are generally working well, it recommended that the Research Training Scheme be simplified. The outcomes of the evaluation informed the government’s decision not to shift the balance between performance-based block and competitive research funding, and to retain the use of performance-based mechanisms to allocate block funding for research. The evaluation also noted a need to consider development of a research quality assessment mechanism. Over the next two years, funding under Backing Australia’s Ability—Building our Future through Science and Innovation will be used to develop Quality and Accessibility Frameworks for Publicly Funded Research, in consultation with universities and Publicly Funded Research Agencies. The Research Quality Assessment Framework will provide a means of measuring the quality and impact of Australia’s publicly funded research effort, taking into account the full range of benefits, including to the Australian community. The goal of the Accessibility Framework is to ensure that information about publicly funded research is as accessible as possible to researchers and the wider community. Also during 2003–04 the Australian Government established a National Research Infrastructure Taskforce to develop a nationally integrated research infrastructure strategy to apply to public higher education institutions and Publicly Funded Research Agencies. The taskforce’s report was released in March 2004. The taskforce work will inform the development of the $542 million National Collaborative Research Infrastructure Strategy announced as part of Backing Australia’s Ability—Building our Future through Science and Innovation. The strategy will replace the existing Systemic Infrastructure Initiative and the Major National Research Facilities programme (for which funding will terminate in 2005–06) and build on improvements in infrastructure planning achieved under those programmes. The ability to generate and use new knowledge is demonstrated through universities’ ability to win competitive research grants and undertake research and development under contract. Figure 5.7 shows that the amount of higher education institutions’ research income from industry rose to around $426 million in 2002, an increase from 2001 of 8.1 per cent. Figure 5.7: Effectiveness Indicator—Universities’ research income, 1998–2002
Source: Department of Education, Science and Training. Universities seek to win above 75 per cent of grants awarded by the Australian Research Council and National Health and Medical Research Council. As Table 5.2 shows, industry contributions to Major National Research Facilities and Cooperative Research Centres have grown over recent years. During 2003–04 industry contributions to Major National Research Facilities rose by 60.4 per cent to reach $16.8 million. In the same period, industry contributions to Cooperative Research Centres rose by 11 per cent to total $201.5 million. Table 5.2: Effectiveness Indicator—Additional funds and value in-kind obtained from other sources 2001–02 to 2003–04 ($ million)
Source: Department of Education, Science and Training. Collaboration Through the Systematic Infrastructure Initiative, the government made significant investments in supercomputing and high-speed communications networks electronic infrastructure, which provide critical underpinnings for contemporary higher education research. Over $60 million was committed to secure a fibre optic network connecting all Australian universities and major research facilities, as well as enhanced trans-Pacific network connections to North America and, through North America, to Europe. This connection will make the Australian Research and Education Network (AREN), managed by AARNet, the universities’ specialist telecommunications carrier, one of the fastest and biggest networks of its kind in the world. The AREN will also provide vastly improved telecommunications capacity for universities and research facilities around Australia, including in many regional areas. A major review of closer collaboration between universities and major Publicly Funded Research Agencies was conducted during 2003–04. Released in March 2004, the review outlined the potential for greater synergies between research providers, possible models for closer collaboration, scope to promote a greater focus on commercialisation of research through collaboration, and possible alternative funding models to achieve more effective use of resources and promote excellence across the national research effort. A joint venture between James Cook University and the Australian Institute of Marine Science will ensure the Australian Government is able to draw on the research excellence and strengths of these organisations. The joint venture agreement, titled AIMS@JCU, was signed by representatives of the two organisations on 17 June 2004. This formal affiliation has been established to build on the Townsville region’s status as a world-class centre for marine science, teaching and research. Initial collaborative arrangements will focus on two core activities: aquaculture, and coastal process and marine modelling. Strategic Priority 11: Enhance research and development in key national priority areasThe Australian Government has identified a number of key areas for research and development as crucial to Australia’s future economic, environmental and social wellbeing. The department is responsible for coordinating implementation of this initiative, which seeks to focus research effort, enhance collaboration and promote multidisciplinary research and coordination. The national research priorities identify areas that are crucial to Australia’s future economic, environmental and social wellbeing. During 2003 the government worked closely with the social sciences and humanities research communities to enhance and refine the priorities framework. The priorities are:
The priorities will help to stimulate high quality research in these important areas. Implementing the national research priorities Australian Government research agencies and funding bodies are responsible for implementing the national research priorities. The department coordinates, monitors and reports on the progress of implementation. In May 2003 research agencies and funding bodies submitted 22 implementation plans. An expert committee, chaired by the Chief Scientist, evaluated the plans and found they were broadly satisfactory, with most of the priority areas attracting substantial breadth and depth of research effort. Following the enhancement and refinement of the national research priorities to take greater account of the contribution of the humanities and social sciences, plans were revised and resubmitted by mid 2004. The expert committee also recommended that the department develop an outcomes-focused reporting framework and support the committee in an annual assessment of progress made in implementing the priorities. Agencies will report on progress through their individual Annual Reports, and through the Australian Government’s annual Innovation Report. Like all agencies with responsibility for implementing the national research priorities, the department will report on progress in its own programmes. In 2003–04, the relevant programmes in the department were:
During the year, new Triennium Funding Agreements for 2004–05 to 2006–07 were finalised for the science portfolio agencies: the CSIRO, the Australian Nuclear Science and Technology Organisation and the Australian Institute of Marine Science. The new Agreements include provision for research quality assessments, with consideration to be given to co-locating research facilities and specific reporting on commercialisation performance. The Agreements provide funding certainty for the science agencies, permitting development of multi-year research programmes. Strategic Priority 12: Enhance innovation performance through a strengthened science and technology baseA strong science and technology base is a critical determinant of Australia’s overall innovation performance. The Australian Government’s focus in this area is to advance understanding and awareness of Australian science and innovation and fund major collaborative research activities. Understanding the nature of Australian science and innovation is vital for future policy development. During 2003–04 the department took carriage of a major initiative to map Australia’s science and innovation activities across the public and private sectors. A Reference Group chaired by the Chief Scientist and including representatives from stakeholder groups, advised on the study’s scope and methodology and guided the development of the report. The initiative was a comprehensive, whole of government exercise involving extensive consultation with state and territory governments, and experts and key stakeholders from the business, education and research communities. The Mapping Australian Science and Innovation Report was published in November 2003(25). The Report identified strengths in Australia’s science, innovation and research system and outlined challenges which need to be met in planning the future strategic direction of Australia’s science and innovation activities. The Mapping Australian Science and Innovation Report was part of broad ranging consultation, evaluation and review coordinated by the department in 2003 to provide the Australian Government with a detailed assessment of the national research and innovation system and the basis for future policy directions. This culminated in Backing Australia’s Ability—Building our Future through Science and Innovation, a $5.3 billion package for boosting Australia’s science and innovation performance. Other important inputs were the reviews of Australia’s research system (outlined in Strategic Priority 10) and the Review of Teaching and Teacher Education (see Outcome 1). Backing Australia’s Ability—Building our Future through Science and Innovation was shaped in consultation with stakeholders from universities, the research and teaching communities, industry, the states and territories and other Australian Government departments. The new package begins in 2004–05, with the majority of funding to be delivered in 2006–07. The Cooperative Research Centres programme brings together universities, research organisations, government agencies and industry in a world-class research and innovation programme. An evaluation of the Cooperative Research Centres programme, completed in August 2003, found that the programme has gained international recognition as an effective means of fostering collaboration between industry and researchers. It recommended that the programme continue and identified several areas for improvement. As illustrated in Table 5.3, the number of Cooperative Research Centres increased to 73 in 2003–04 with the commencement of 21 new Cooperative Research Centres from the 2002 selection round, nine of which were completely new and another 12 having developed from existing Cooperative Research Centres. Following the evaluation, new guidelines for the Cooperative Research Centres programme were developed for the 2004 selection round which was launched in December 2003. The new selection criteria focus on Cooperative Research Centres’ contribution to industrial, commercial and economic growth and the ‘path to adoption’ of research results through commercialisation and utilisation. Cooperative Research Centres will also continue to have an important role in skill development through PhD and other education and training programmes. Fifty-eight applications, including six for supplementary funding for existing Cooperative Research Centres were received in the 2004 round. The Major National Research Facilities programme funds expensive research infrastructure facilities or access to overseas facilities which strengthen Australia’s science and technology capabilities. The Major National Research Facilities programme received funding under Backing Australia’s Ability for the period 2001–02 to 2005–06. As shown in Table 5.3, by the end of 2003–04, 15 facilities were established. Table 5.3: Grant recipients: Performance information for Output Group 3.2
Source: Department of Education, Science and Training. Raising awareness of science and innovation and their importance to the Australian community, particularly young people, is a key activity for the department. National Innovation Awareness Strategy activities for 2003–04 were highlighted by a celebration of our world-class scientists and our outstanding science teachers through the awards of the Prime Minister’s Prizes for Science. Further National Innovation Awareness Strategy elements include support for core components of ABC Science Online, the Rio Tinto Australian Science Olympiads, the Australian Bureau of Statistics’ Innovation Surveys and some of the best known events in the science calendar: National Science Week, ‘Science meets Parliament’ and the Eureka Prizes for Science Communication. A review of the National Innovation Awareness Strategy in late 2003 strongly endorsed the programme and recommended it continue in its current form through to 2005–06. The review found that the public needs to be continually reminded of the role science plays in building a more prosperous Australia and the importance of commercialising scientific research. It found that the National Innovation Awareness Strategy was effectively engaging business, the education sector and the broader community in a range of science and innovation-related events, activities and programmes. The primary role of the National Innovation Awareness Strategy will be taken forward in the new Science Connections programme.
Strategic Priority 13: Strengthen and diversify national and international linkages and collaborationLinking Australian science, education and training to world developments is essential. The relationships fostered by the department enhance international cooperation, facilitate the exchange of ideas and expertise with other countries and create a diverse range of opportunities for collaboration both domestically and internationally. The 2002 Review of Australian Education International (AEI) initiated a restructuring of AEI business activity. The International Education Budget Package, introduced in the 2003 Budget, gave effect to many of the recommendations of the review and provided a platform for ensuring a sustainable future for the international education and training industry. The Budget Package was further strengthened by the release, in October 2003, of the Ministerial statement on the internationalisation of Australian education and training, Engaging the World through Education. This statement outlined the Australian Government’s international education policy framework for the coming decade and the principles underpinning it, including: growing and diversifying Australia’s engagement, ensuring quality and integrity, raising Australia’s profile, and adopting a whole of government approach. Science collaboration and innovation The Australian Government facilitates scientific and technological collaboration through: the Cooperative Research Centres programme; Major National Research Facilities programme; through activities and projects under the International Science and Technology component of the Innovation Access programme; and management of science and technology arrangements with 20 countries on behalf of the Australian Government. On 1 July 2004 the International Science Linkages programme replaced the Innovation Access Programme—International Science and Technology. The International Science Linkages programme will fund science and industry activities, recognising the crucial role played by international collaboration in maximising Australia’s science and research efforts. During 2003–04, the department supported over 30 science and technology arrangements with other countries and funded 286 international collaboration projects, the majority of which were in accordance with Australia’s national research priorities. The department also supported Australian researchers’ participation in 31 international workshops, missions, bilateral meetings and showcasing events (see Table 5.4). Table 5.4: Science programmes: Performance information for Output Group 3.2
Source: Department of Education, Science and Training. Building international relationships The Australian Government actively participates in multilateral forums to engage Australian science, innovation and education internationally and promote international cooperation. High-level forums include the Organization for Economic Co-operation and Development (OECD), United Nations Educational, Scientific and Cultural Organization (UNESCO) and Asia–Pacific Economic Cooperation (APEC). The Minister for Science chaired the meeting of OECD Science and Technology Ministers in Paris in January 2004. The meeting strengthened the OECD’s work on science, technology and innovation, particularly in such areas as the science–innovation interface, human resources in science and technology, biotechnology and international cooperation in science and technology. The department also participated in the OECD Education Committee. The department works with UNESCO to support key objectives relating to the mutual recognition of qualifications and trade in education services. The 32nd Session of the UNESCO General Conference in September–October 2003 provided an opportunity to profile and build interest in key Australian education priorities, including regional recognition conventions. The department provided support for the UNESCO–OECD Guidelines Project, which is developing guidelines on quality provision in cross-border higher education. In 2003–04 the department was actively involved in planning the UNESCO–OECD Australia Forum on Trade in Education Services to be held in October 2004. The Forum will be a significant international event attracting a global audience. Engagement with APEC provides the opportunity to showcase Australia’s education and training system, learn from other systems and progress strategic areas of interest, including education governance and quality assurance in the region. Consideration of regionally significant science issues is also advanced through APEC. The Minister for Science attended the APEC Science Ministers’ Meeting in New Zealand in March 2004. Australia secured the strong support of APEC Science Ministers for a study, to be coordinated by Questacon, of the impact of science centres and museums on local communities across APEC. Other aspects of the department’s work with APEC in 2003–04 include:
The Minister for Education, Science and Training attended the 15th Commonwealth Education Ministers Conference in Edinburgh in October 2003 to meet counterpart Ministers and other education officials and undertook bilateral visits to China and India to raise awareness of the quality of Australia’s education system in those key markets.
Heads of Delegation: 4th APEC Science Ministers Meeting, held in New Zealand and attended by Minister McGauran. The department hosts international delegations and helps education officials and business leaders from other countries learn more about the Australian education system. In 2003-04 delegations, including two from Brunei and three from Japan, were interested in quality assurance, Australia’s vocational education and training programmes and lifelong learning. A key part of the International Education Budget Package was the announcement of five International Centres of Excellence designed to showcase and apply Australia’s education expertise internationally. The five Centres are:
Opening the way for science, innovation and education The Australian Government’s negotiation of agreements with other countries results in stronger trade flows, income from lecturers and consultants travelling overseas, increased commercialisation of research, and skills formation in regional economies. New markets are developing in South America and Europe. The department works with the Council on Australia–Latin America Relations to strengthen education links with Latin America. A series of bilateral education visits and a research project to explore market opportunities for exporting Australian education and training services to the region are scheduled for 2004–05. A memorandum of understanding with Argentina on science and technology cooperation and an education and training agreement with the Chilean Ministry of Education were signed in March and April 2004 respectively.
The French–Australian Science and Technology Programme Agreement was signed in November 2003, and the department held bilateral joint science and technology commission meetings with New Zealand and the European Commission. The Australian Government uses a variety of multilateral forums and bilateral agreements as well as initiatives to lower trade barriers, while at the same time safeguarding the quality of Australia’s education and training system. During 2003–04, the department was actively involved in:
Table 5.5: International agreements: Performance information for Output Group 3.3
Source: Department of Education, Science and Training. A key achievement in 2003–04 was expansion of the department’s international network. This network of Counsellors and locally engaged staff promotes Australian education and training services, undertakes government-to-government activities and facilitates trade opportunities for Australian education and training providers. During 2003–04 the department established new Counsellor positions in the Americas (Washington, Los Angeles and Santiago de Chile), China (Shanghai) and the Middle East (Dubai). The expansion of the network into Latin America was supported by the bilateral education and training agreement signed with the Chilean Ministry of Education. A new position will be created in Europe (Brussels), and the position accredited to the Australian delegation to the OECD in Paris is to be entirely engaged in departmental business (in 2003–04 it was shared with the Department of Employment and Workplace Relations). The new positions increase the total number of Counsellor positions from 10 to 15. A locally engaged AEI Director has been appointed to Seoul, and action is underway to also establish an office in Singapore. Figure 5.8: DEST’s international network
Source: Department of Education, Science and Training.
The Australian education and training export industry During 2003–04 the department significantly increased its promotion of education and training to strengthen Australia’s position within the changing international education market. The Study in Australia brand (launched in December 2002) is now in use by Australian Government departments which are actively promoting Australian education internationally. Some 300 organisations are now licensed to use the Study in Australia logo, including 21 universities and all state governments. Research confirms the broad appeal of the brand. Results from the Study in Australia Brand Evolution Report show that 70 per cent of all international students surveyed perceive Study in Australia as the best label to describe all Australian international education services.
Science in Australia marketing booth at the 56th Annual National Association of Foreign Student Advisers (NAFSA) conference held in Baltimore in 2004. A Promotions Advisory Committee, consisting of industry nominees, was established to advise on how best to shape new promotional activity. The Committee has approved six projects: an Australian international education conference; a pilot of capability seminars and exhibitions; a trial of public area Internet kiosks accessing selected Australian education sites; participation in the World Expo in Japan; market research; and a media release service targeting selected international media. The department has strengthened dialogue with IDP Education Australia (IDP), a not-for-profit organisation owned by 38 Australian universities which plays an important role in Australia’s international education engagement. IDP makes a valuable contribution to a number of advisory groups including participation in the Promotions Advisory Committee. The department is working closely with IDP to help support IDP’s 18th Australian International Conference in 2004, and the department and IDP have reached in-principle agreement to combine AEI’s 2005 international conference with IDP’s 19th Conference. The department established an Industry Advisory Body to provide strategic advice to the Minister for Education, Science and Training on developments in, and future directions for, the international education industry. The Industry Advisory Body draws on the expertise of prominent education and business leaders. The first meeting was held in June 2004. In April 2004 the department hosted a high-level Industry Forum in Sydney to attract industry leaders and senior executives of major international education providers for in-depth strategic discussions and professional development seminars for practitioners. The event was very well received by industry with more than 400 attendees. Over 90 per cent of participants rated the quality of sessions and quality and expertise of speakers as ‘highly relevant’ to ‘excellent’. The department also developed and implemented major changes to its industry web site to improve communication with stakeholders and deliver a coordinated e-commerce approach. The AEI-Online project provides a common and consistent Internet platform for the efficient and effective delivery of products and services for clients. AEI-Online Stage One went live in June 2004.(26) At 30 June 2004, more than 100 products were available for purchase online under five categories. Turnaround time for order–receipt–delivery averaged 4.23 days. Additional functionality for Stage Two will be implemented in 2004–05. As Table 5.6 shows, the number of visits to the AEI industry web site for 2003–04 was 318 610, fewer than estimated but an increase of 17 per cent on the previous year. Table 5.6: AEI industry web site: Performance information for Output Group 3.3
Source: Department of Education, Science and Training. Overseas students Provision of information services to potential students has been improved through enhancement of the Study in Australia web site.(27) The site is designed to refer students to registered institutions (Commonwealth Register of Institutions and Courses for Overseas Students (CRICOS)) for further information and enrolment. Visits to the web site in 2003–04 totalled 1 120 980, almost double the 644 524 visits in 2002–03. During the year Arabic and Russian language versions of the site were added, to bring the total to 12 languages. A new ‘local pages’ feature is being introduced, with pages for the People’s Republic of China, Taiwan, Thailand, Malaysia, and Vietnam already online. DEST also responded to 2409 direct student enquiries, a significant increase on the 1518 enquiries received the previous year. International student enrolments in all education sectors in Australia have grown strongly over the past 10 years. The latest annual data for 2003 indicate there were 303 324 enrolments by some 250 000 international students in Australia, an increase of 11 per cent on 2002 numbers. While there has been a decline in enrolments from Indonesia and Singapore, this has been balanced by growth in other markets. China has become the top source country for overseas enrolments in recent years, and strong growth has occurred in India and South Korea, with a rise of 26.6 per cent and 18.8 per cent from 2002 to 2003 respectively (see Table 5.7). As highlighted earlier under this Strategic Priority, the department is actively involved in building relationships with the two key regions of China and India. Table 5.7: Overseas student enrolments from top 10 source countries, 1999–2003
na—not applicable (not included in Top 10 in that year) The trends illustrated by Table 5.7 are affected by a mix of factors including:
Overseas students predominantly enrol in higher education courses (see Figure 5.9), however the vocational education and training system has significant capacity to grow. In 2003–04 the department progressed a number of initiatives to enhance the internationalisation of the vocational education and training sector, which has a growing international reputation. An Export Working Group has been established and work began to increase the complementarity of the Chinese and Australian systems. This aims to improve acceptance of qualifications, open the Chinese market to Australian providers and increase the exposure and recognition of the Australian system. Figure 5.9: Overseas student enrolments by sector, 2002 and 2003
*Other–courses not classified in the Australian Qualifications
Framework The sector overall continues to diversify, with students undertaking a range of courses, in varying fields of study, both onshore and offshore (see Tables 5.8 and Table 5.9). Table 5.8: Effectiveness Indicator—level of course undertaken by overseas students, 2000–2003
Source: Department of Education, Science and Training. Table 5.9: Effectiveness Indicator—diversification within the overseas education market, 2000–2003
a Includes higher education and vocational education and training
enrolments. Source: Department of Education, Science and Training. Market information and analysis is a key activity for AEI. AEI supports this activity through its publications, assessment and advisory services, and professional development programmes. In particular, the Country Education Profiles provide information and advice about the education systems and qualifications of over 100 countries. They are used by universities and other education institutions in Australia and overseas, as well as by employers and individuals and for migration purposes. During 2003–04 the department published Country Education Profiles updates for China, Malaysia and the United States. These are the first of a series of updates and new editions are planned for the next few years. Recognition of qualifications The department works to increase international mobility through qualifications recognition arrangements, particularly in our region. Key areas during 2003–04 include:
Strategic Priority 14: Safely manage Australia’s low and intermediate level radioactive wasteIn 2003–04 the department worked towards the establishment of national radioactive waste management facilities—a national repository for the underground, near surface disposal of low level waste and a national store for the above ground storage of intermediate level waste generated by Australian Government agencies. At 30 June 2004 a license application for the establishment of the national repository was under consideration by the Australian Radiation Protection and Nuclear Safety Agency. On 14 July 2004 the Prime Minister subsequently announced that the Australian Government had decided to abandon the project to establish a national radioactive waste repository at Site 40a near Woomera in South Australia. He indicated that this decision had been taken in light of the Federal Court decision that determined the Commonwealth’s acquisition of the national repository site to be invalid and the effective failure of the states and territories to cooperate with the Australian Government in finding a national solution for the safe and secure disposal of low level radioactive waste. The Australian Government would now pursue establishment of a waste management facility for its low and intermediate level waste on Commonwealth land at a yet to be determined site. Table 5.10: Radioactive waste: Performance information for Output Group 3.2
Source: Department of Education, Science and Training. Discussions were held with the Maralinga Tjarujta community and the South Australian government regarding the handover of the rehabilitated Maralinga site to its traditional owners. Progress was made in developing the Maralinga Land and Environment Management Plan for the long-term management of the site and a Deed of Transfer for the land. A business plan for the future use of the Maralinga Village has been put forward by the Maralinga Tjarujta, and the Australian Government has offered to fund a feasibility study of the plan. The Australian Radiation Protection and Nuclear Safety Agency assessed the rehabilitated land and confirmed that the clean-up had achieved the required standards and that no further remediation was needed. Strategic Priority 15: Raise the quality of Australia’s international engagement in education, research and trainingThe long term sustainability of Australia’s education and training export industry is underpinned by the quality of the education provided to overseas students, both on and offshore, and extending Australian education and training activities internationally. The International Education Package introduced in the 2002–03 Budget is a key platform for ensuring growth in the export industry and a sustainable future. The department ensures the regulatory framework for the education and training export industry is effective and promotes Australia’s education, research and training capability. The regulatory framework is provided under the Education Services for Overseas Students (ESOS) Act 2000, the Commonwealth Register of Institutions and Courses for Overseas Students and the National Code of Practice for Registration Authorities and Providers of Education and Training to Overseas Students (National Code). During the year, monitoring and enforcement activity was increased to
protect Australia’s international reputation (see Table 5.11). A revised
onshore Compliance and Enforcement Strategy was developed. The Strategy
adopts a risk management approach to ensure the department’s compliance
and enforcement effort is targeted to providers of concern. The department
conducted information sessions and workshops with industry throughout During 2003–04, under the ESOS Act, associated regulations and the National Code, 115 monitoring visits were undertaken; six enforcement notices were issued; two providers had their registration suspended and two providers were removed from the Commonwealth Register of Institutions and Courses for Overseas Students. This total of 125 actions is an increase of 47 per cent from the previous year and was made possible by the activities of a new compliance unit established by the department. Providers of most concern are targeted with the aim of removing them from the industry as soon as possible (see Table 5.11). Table 5.11: ESOS Act enforcement and monitoring: Performance
information for
Source: Department of Education, Science and Training. The department’s administration of the ESOS regulatory framework in 2003–04 included:
In December 2003 an independent evaluation of the effectiveness and efficiency of the operation of the ESOS Act began. A steering committee including key stakeholder representatives from the government sector, industry and a consumer representative will provide broad guidance on the evaluation. During 2003–04 the PRISMS Reporting Server was successfully implemented, supplying valuable data to the education industry. The department also developed and launched a world-leading statistical collection for international student enrolments in Australia. The new system contains active enrolment records and identifies when students start and finish study. The data enables publication of regular monthly reports on total enrolments and commencements showing a variety of characteristics including country of origin, field of study and education sector. This provides the basis for Australia’s annual statistical series to be updated early in each new year. No other country can publish such timely and comprehensive data or cover all education sectors. AEI contractual services, publications, forums, fees and other charges raised a total of $1 559 019, and subscriptions to the AEI web site raised a further $303 791. A total of 367 clients contracted to receive 938 services (see Table 5.12). In addition, a range of services was provided on a fee-for-service basis to support overseas skills assessment and recognition. Table 5.12: AEI fee for service clients: Performance information for Output Group 3.3
a. These figures do not include National Office of Overseas Skills Recognition services provided on a fee for service basis, or seminar or conference registrants. Source: Department of Education, Science and Training. During 2003–04 the department worked closely with industry in all sectors through mechanisms such as the ESOS Implementation Group and the Affiliation of International Education Peak Bodies. The department conducted industry seminars in a number of locations in 2003–04 (Perth, Adelaide, Canberra, Newcastle, Armidale, Toowoomba, the Gold Coast, Brisbane, Cairns, Darwin). These locations were selected to support regional diversity. The AEI Industry Seminar programme was redesigned during 2003–04. In future, AEI will hold targeted conferences and seminars. In 2003, seminar registrations totalled 770, including over 400 who participated in the Industry Forum in Sydney in April 2004. The high rate of satisfaction was above estimate (see Table 5.13). Table 5.13: AEI industry seminars: Performance information for Output Group 3.3
Source: Department of Education, Science and Training. Enhancement of Australia’s Offshore Quality Assurance Framework is a key concern of the Australian Government. Extensive research and analysis into quality assurance models has been undertaken, and a wide-reaching consultation process with a broad range of stakeholders will examine a range of possible models. In 2003–04, funding was focused on:
The department facilitated the international recognition of Australian qualifications and provided advice on overseas skills assessment and recognition. The Associate Degree was included under the Australian Qualifications Framework in October 2003. Introduction of the Associate Degree from 2004 is expected to better position Australian education providers internationally. The department continued to progress the Diploma Supplement Project in accord with Australia’s obligations under the Lisbon Recognition Convention. The Project helps universities develop Diploma Supplements to accompany their awards. In the 2004 round of the Australia University Mobility in Asia and the Pacific Programme, 394 student mobility subsidies and 51 staff visits were funded. Support was provided to 108 projects from 31 Australian higher education institutions. In 2003–04, financial support was provided towards an additional 594 awards under the new Endeavour Programme, established to attract high-performing overseas students to study in Australia. In 2003–04, 30 additional scholarships were awarded for international postgraduate students to study in Australia. Table 5.14: International exchange opportunities: Performance information for Output Group 3.3
Note: This measure does not include International Postgraduate Research Scholarships which are now incorporated into the Endeavour Programme. Source: Department of Education, Science and Training. Australian language teachers were provided with 119 fellowships to undertake short-term study tours overseas to develop a greater knowledge and understanding of other countries and improve their language skills. During 2003–04 the department worked to establish a National Centre for Language Training to help business, the tourism industry, and professionals acquire skills to support their international activities through specialist language and business culture training. The Centre will receive seed funding in 2004–05 and 2005–06, and is expected to be self-sustaining after June 2006. Departmental outputsThe department’s outcomes and outputs framework provides for five departmental outputs. These are: administration; policy advising; ministerial and parliamentary services; research, analysis and evaluation; and service delivery. During the year the department conducted activities across the breadth of these outputs. Information on key activities is generally reported against the strategic priorities; other performance information for departmental outputs is reported below. Administration Administration is the implementation, management and regulation of the department’s programmes. It includes communicating information relating to the Portfolio, its objectives and programmes, to client groups and other stakeholders. Administration embodies the efficient, effective and ethical use of Australian Government resources. Outputs include contract and tender administration and management of funding. Policy advising Policy advising is the provision of a policy advice capacity or service to the Minister for Education, Science and Training and the Minister for Science, national committees and other relevant clients. The department provides policy advice in accordance with departmental processes and better practices to ensure quality policy development and provision. During 2003–04 the department undertook an internal compliance audit to examine whether its policy advice practices and processes were consistent with the Australian National Audit Office booklet, Some Better Practice Principles for Developing Policy Advice and Check List. Two policy development projects in Outcome 3 were examined in terms of formal consideration of Australian National Audit Office principles and check list covering: policy advice objectives; managing the policy cycle; policy analysis; consultation; coordination; advice; and review. The review confirmed that the department has a sound quality management system for developing policy advice. The department’s performance in delivering policy advice to the Ministers is assessed against a number of criteria. The Ministers rate provision of briefing advice and information against a five-point scale for timeliness, presentation and quality. Ministerial briefings received a rating of satisfactory or above in more than 92 per cent of cases for timeliness, 99 per cent of cases for presentation, and 100 per cent for quality (see Table 5.15). During 2003–04, the department provided in excess of 840 briefs to the Ministers for this Outcome. Table 5.15: Performance in briefing advice and information to the Ministers (Outcome 3)
Source: Department of Education, Science and Training. Further information on the department’s performance for policy advising can be found in Chapter 8—Enabling Our Business. Ministerial and parliamentary services Ministerial and parliamentary services are the services provided to the Ministers and Parliament. During 2003–04, the department prepared over 2470 replies to ministerial correspondence for this outcome. It also finalised responses to 1074 parliamentary questions.(28) Ministerial and parliamentary services are assessed according to timeliness. The department exceeded the performance indicator for services to the Ministers and Parliament for this Outcome (see Table 5.16). Table 5.16: Performance in services to the Ministers and Parliament (Outcome 3)
Source: Department of Education, Science and Training. Further information on the department’s performance for ministerial and parliamentary service can be found in Chapter 8. Research, analysis and evaluation Research, analysis and evaluation is undertaken to assist in policy development and programme management and to measure the effectiveness of policy against stated outcomes. DEST’s Triennial Research Plan identifies the research work of the department within the context of the government’s overall strategic and operational priorities. The Triennial Research Plan is a rolling plan reviewed annually. During the year the department produced and published Australian Science and Innovation System—A Statistical Snapshot, a statistical source providing quantitative information relevant to the Australian science and innovation system.(29) The statistics were published in September 2003 and will be updated periodically. The department published 37 research and evaluation studies of Outcome 3 activities. Key research, analysis and evaluation results are reported under each strategic priority. A list of all research and evaluation publications is at Appendix 8. Service delivery Service delivery relates to the direct delivery of services to external parties. The department continued to provide support for the Chief Scientist in his work facilitating linkages between science, industry and government; providing advice to the Australian Government; and helping ensure focused investment in science and technology. His key areas of work for 2003–04 included contributing to the enhancement of the national research priorities and the development of Backing Australia’s Ability—Building Our Future through Science and Innovation as well as providing a focus on building research excellence, collaboration and networking through his many public engagements. The Chief Scientist has indicated his satisfaction with the support the department provided in 2003–04. The department also provided support for the Prime Minister’s Science, Engineering and Innovation Council which met twice in 2003–04. In November 2003 the Council considered reports on Science Awareness and Education, Opportunities presented by the Free Trade Agreement and Recycling Water for our Cities. In June 2004 the Council heard reports on Future Opportunities for Australian Astronomy, Science and Technology in Sport and Growing Technology-based Small to Medium Enterprises. Both meetings were undertaken to the satisfaction of stakeholders including the Prime Minister and all reports were well received by Ministers and the Council. 25 see <http://www.dest.gov.au/mapping/> For more information please email: |
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